Project Details
Description
Faculty Development Scheme Research and Development Fund (Amount granted: $654, 335)
Technological advancement makes educational technologies (EdTech) easily accessible. The Covid-19 pandemic has also significantly changed the educational landscape – synchronous online teaching and learning has been made possible with teleconferencing applications with screen-sharing functions. Aside from using visual aids such as PowerPoint presentations and video con-tents, it is also common for teachers to annotate the screen with handwriting in real time. Research studies have demonstrated the benefits of on-screen handwritten annotations in terms of compre-hension, motivation and engagement; however, it is less known as to how such annotations are co-herently linked with other visual contents on the screen, as well as what kind of annotations are effective in engaging students and facilitating learning.
Therefore, this 24-month project aims to examine the meaning-making practices of handwritten annotation through collecting and analysing live lecture recordings from four main disciplines (Business, Engineering, Language and Psychology) in a tertiary institution through multimodal discourse analysis informed by Systemic Functional Linguistics. The project also aims to investi-gate the learners’ perceptions and experience of using learning materials with dynamic on-screen handwritten annotations, and the observed instructors’ practices of dynamic on-screen handwritten annotations in live lectures through class observations, surveys and interviews.
Through the three studies, the proposed project seeks to make explicit the logical relations between handwritten annotations and static visual aids in live lecture screens, and to identify what meaning-making strategies can increase students’ engagement and reinforce their memory for the learnt con-tent. Aside from informing teaching and developing teacher training materials, the proposed project also aims to advance the research field of multimodality and EdTech by filling the gap of the re-search literature on the synergies among different visual aids in live lecture recordings.
Technological advancement makes educational technologies (EdTech) easily accessible. The Covid-19 pandemic has also significantly changed the educational landscape – synchronous online teaching and learning has been made possible with teleconferencing applications with screen-sharing functions. Aside from using visual aids such as PowerPoint presentations and video con-tents, it is also common for teachers to annotate the screen with handwriting in real time. Research studies have demonstrated the benefits of on-screen handwritten annotations in terms of compre-hension, motivation and engagement; however, it is less known as to how such annotations are co-herently linked with other visual contents on the screen, as well as what kind of annotations are effective in engaging students and facilitating learning.
Therefore, this 24-month project aims to examine the meaning-making practices of handwritten annotation through collecting and analysing live lecture recordings from four main disciplines (Business, Engineering, Language and Psychology) in a tertiary institution through multimodal discourse analysis informed by Systemic Functional Linguistics. The project also aims to investi-gate the learners’ perceptions and experience of using learning materials with dynamic on-screen handwritten annotations, and the observed instructors’ practices of dynamic on-screen handwritten annotations in live lectures through class observations, surveys and interviews.
Through the three studies, the proposed project seeks to make explicit the logical relations between handwritten annotations and static visual aids in live lecture screens, and to identify what meaning-making strategies can increase students’ engagement and reinforce their memory for the learnt con-tent. Aside from informing teaching and developing teacher training materials, the proposed project also aims to advance the research field of multimodality and EdTech by filling the gap of the re-search literature on the synergies among different visual aids in live lecture recordings.
| Status | Active |
|---|---|
| Effective start/end date | 1/01/24 → 31/12/25 |
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